I modeled a lesson in a kindergarten classroom beginning with just introducing the idea that readers are thinking while they read (metacognition). I used What's The Time Grandma Wolf, explaining that as I read I was going to attend to my thinking. I told them that thinking about reading got me very excited, so I was going to mark my thinking by using a sticky note with an exclamation point on it. I read aloud, stopping to think and to wonder and to question, limiting myself to able six stops and marking each with a sticky as described. The children in this room are already expected to read (though most are picture reading) for 15 minutes, so I gave each child a sticky note and asked them to pay attention to their thinking while they read. It was a very successful lesson, as the teacher and I were hopeful that just a few would catch this and all but two children were really engaged. We watched one little boy stop and place his sticky, studying the pictures and grinning from ear to ear. Then he would REMOVE the stick and reuse it a few pages later, each time with a great show of reflection. When I asked him to share his strategy, he said to me, "I am just doing SO much thinking." When their timer went off, children returned to the rug and seated themselves with one book with one sticky and each child shared their thinking. Most were not too profound, but this a group of children considered LEP and they were all SENTENCING and most had more than one sentence, so we were very pleased. The classroom teacher continued this for a couple more weeks and then she and I had a conversation about where to go next. She decided to go to connections.
Lori On 9/15/06 5:50 AM, "Laura Rieben" <[EMAIL PROTECTED]> wrote: > I changed back to kindergarten this year after teaching the strategies in > first and second grade. Of course, the main problem with five year olds is > not getting them to recognize that inner voice: they shout out every > connection they have with the text, try to predict, question constantly. I > am feeling my way here as the kids are still getting used to a group > setting (day 12 is today) and I have a feeling it may take a while. We > have started Read to Self as described in The Daily Five (love that book!!!) > and yesterday I popped next door to get my friend to come see them all > around the room quietly reading!! They lasted over 5 minutes. Very sweet! > So I know we will get there. Any tips from others in Kindergarten? > Laura > > On 9/14/06, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: >> >> Well I am so glad to have the list back and running. Thanks to Ginger and >> Keith for setting us back up! >> I have switched from third grade to fifth this year. I am also getting my >> master's (hence my new signature block!), and my oldest is going through the >> college application process this fall. Needless to say, it's going to be a >> busy year! >> >> I have started strategy instruction with metacognition. I did the tray >> activity that someone posted a long time ago to concretely show how we have >> two voices when we read : the reciting voice and the conversation voice. A >> student carries a tray with about a dozen items around the circle of >> children. The children are asked to remember what is on the tray as it >> passes by twice. The student with the tray goes out of the viewing area of >> the class. The children recall what they saw on the tray. Then you ask them >> to describe details about the student who carried the tray. >> >> My students did well with both. That lead me to explain that their main >> focus was on the tray and that is like their reciting voice. It is what they >> are actually reading. What they noticed about the student is like their >> conversation voice; they weren't fully aware of it, but they were using it >> to observe. This is like their conversation voice, the voice that has you >> talking to the text with questions, visualizations, emotions, and >> inferences. I think it went well and helped them to understand what I mean >> by that inner voice. >> >> Next I modeled my own converstaion voice by reading aloud an Allen Say >> book. I am drawing a blank on the title, but it is the story about a >> billboard painter. I paused and asked questions, made predictions, shared >> visualizations, inferred emotions, etc. They did a turn and talk about what >> they observed me doing. >> Next I want to have them try some OWL reading. Zaneda posted this concise >> use of strategies that I found really successful for introducing strategies >> last year in third grade. Students will mark their own thinking for >> Observations, Wonders, and Links. >> I am reading aloud Ruby Holler. I've never read it and we are really >> enjoying it. >> >> Since I am team teaching now, I will be teaching science along with >> language arts. I think I'll try textmapping tomorrow for a chapter in the >> science text. >> >> So that's what is going on in my room. Let's hear from more folks about >> how you've begun your year. >> Be well! >> -- >> Maura Sackett 0349106 >> MS in Education:Curriculum, Instruction, and Assessment >> Maplewood, New Jersey >> Eastern Time Zone >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute "Literate Lives: A Human Right" July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
